th grade ib community service project 16-17 · 2016-10-03 · 8th grade ib community service...

8th

Grade IB Community Service Project 16-17

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What is the IB MYP Community Project?

The community project focuses on community and service and gives students an opportunity to develop

awareness of needs in various communities and address those needs through service learning. As a

consolidation of learning, the community project engages in a sustained, in-depth inquiry leading to

service as action in the community.

The aims of the Community Project are to encourage and enable students to:

participate in a sustained, self-directed inquiry within a global context

generate creative new insights and develop deeper understandings through in-depth

investigation

demonstrate the skills, attitudes and knowledge required to complete a project over an

extended period of time

communicate effectively in a variety of situations

demonstrate responsible action through, or as a result of, learning

appreciate the process of learning and take pride in their accomplishments

Inquiry in the Project The Community Project is a culminating example of inquiry because it reflects students’ ability to initiate, manage, and direct their own inquiry. The Project involves students in a wide range of activities to extend their own knowledge and understanding and to develop their skills and attitudes. These student planned learning activities include:

deciding what they want to learn about, identifying what they already know, and discovering what they need to know to complete the project

creating proposals or criteria for their project, planning their time and materials, and recording developments of the project

making decisions, developing understandings and solving problems, communicating with their supervisor and others

evaluating the project and reflecting on their learning The Objectives of the Project

I. Investigating

II. Planning

III. Taking action

IV. Reflecting

from International Baccalaureate Organization (IBO)

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General Guidelines for the Community Project:

10 hours of community service

o Action oriented where you are performing a service

o No fundraisers or collections of items – instead, focus on you doing something for

others

o Avoid serving within your own household – focus on helping others outside of your

family or friends

You can work independently or with a partner.

o If working with a partner, each person must complete the 10 hours of service and his

own Process Journal.

All service hours must connect to one topic of interest and need in the community.

All of your service hours must be done without receiving any type of payment.

The project will be assessed by various teachers and count as a project grade in Language and

Literature and also Tech Systems class.

As students determine a need in the community, they will establish a goal for their projects.

Challenging goal Highly challenging goal

A student researches a need at a local children’s hospital for volunteers. He volunteers his services for a set period of time.

The student volunteers his services for a set period of time and creates a puppet show to entertain children.

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Examples of Community Projects

The Community Project can take many ACTION oriented forms, but all must be framed in a

Global Context and also connected to Approaches to Learning skills.

The following are some examples from IBO to inspire your thinking.

Identities and Relationships Orientation in Space and Time

Who am I? Who are we?

Laughter therapy campaign in children’s hospital or elder care home

Tutoring classes providing additional or special instruction to primary school students

What is the meaning of “where” and “when”?

Joining a museum or historical society in the community to contribute to maintaining, restoring, and recovering local history

Personal and Cultural Expression Scientific and Technical Innovation

What is the nature and purpose of creative expression?

Improving the environment in the local hospital by designing and creating a series of pictures to hang in the corridors

How do we understand the worlds in which we live?

Helping a local community make an efficient, low-cost use of energy-powered device

Globalization and Sustainability Fairness and Development

How is everything connected?

Creating and maintaining a community garden

What are the consequences of our common humanity?

Contributing to educational opportunities, for example, supporting a local non-governmental organization that works on literacy in our town

from IBO

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Community project objectives MYP ATL skill clusters Objective A: Investigating i. define a goal to address a need within a community, based on personal interests

Collaboration Critical thinking Creative thinking

ii. identify prior learning and subject-specific knowledge relevant to the project iii. demonstrate research skills

Information literacy Media literacy Transfer

Objective B: Planning i. develop a proposal for action to serve the need in the community

Collaboration Organization Critical thinking Creative thinking

ii. plan and record the development process of the project iii. demonstrate self-management skills

Collaboration Organization Reflection

Objective C: Taking action i. demonstrate service as action as a result of the project

Organization Critical thinking Creative thinking

ii. demonstrate thinking skills iii. demonstrate communication and social skills

Communication Collaboration Critical thinking Creative thinking Transfer

Objective D: Reflecting i. evaluate the quality of the service as action against the proposal ii. reflect on how completing the project has extended their knowledge and understanding the service learning reflect on their development of ATL skills

Communication Reflection

from IBO

Affective skills: M

ind

ful, p

erseverance, em

otio

nal m

anagem

ent, se

lf-mo

tivation

and

resilience

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Process Journal

You are required to keep a process journal for your community project. Your process journal should have all of your rough ideas (even if your ideas change over the duration of the project), rough drawings, etc. You can think of it as a practical workbook. Record your progress in the journal, and use your notes/drawings to reflect on your ideas, achievements, obstacles, etc. Your process journal should also include descriptions of the work you are completing through your service hours and pictures of you in action. You should complete a process journal entry for every IB Friday meeting with your Supervisor.

A process journal is: A process journal is not:

Used throughout the project to document its development

An evolving record of intents, processes, accomplishments

A place to record initial thoughts and developments, brainstorms, possible lines of inquiry and further questions raised

A place for recording interactions with sources

A place to record selected, annotated and/or edited research and maintain a bibliography

A place for storing useful information, for example quotations, pictures, ideas, photographs

A means of exploring ideas and solutions

A place for evaluating work completed

A place for reflecting on learning

Used on a daily basis

Written up after the process has been completed

Additional work on top of the project; it is part of and supports the project

A diary with detailed writing about what was done

A static document with only one format

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Here are some journal entry headings you could use to help provide a structure to your journal, ensuring you make the best use of your journaling process.

IB Approaches to Learning Skills IB Global Contexts

Communication Social: Collaboration Self-management: Organization, Affective, Reflection Research: Information and Media literacy Thinking: Critical thinking, Creative thinking, Transfer

Fairness and Development Globalizations and Sustainability Scientific and Technical Innovation Identities and Relationships Orientation in Time and Space Personal and Cultural Expression

Journal Entry Headings

Explanations

Work completed this week

This section should detail all aspects of the work completed on the community project this week.

Resources consulted This section should include information you collected in your research along with bibliographical details. You should record details of any conversations that took place with sources relating to the project.

Thoughts This section should include your thoughts about what you are finding or your thoughts about the next steps you want to take.

Challenges/difficulties faced

This section should detail obstacles and indicate how you did or intend to deal with them.

Evaluation of progress

This section should refer to your initial goals and indicate whether or not you are achieving them. You may also identify any areas that need improvement at various stages in the process. You might also include ideas of what you want to do next.

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Process Journal Format

Name

Date

Project Title

Journal Entry

Heading

Journal entry including:

Graphs, Charts Interview details, Research

Informal Thoughts, Questions, Reflections

IB ATL Skills

Identify an Approaches to Learning skill

Explain how you are learning or applying the skill

Identify an Approaches to Learning skill

Explain how you are learning or applying the skills

Connections

Identify connections you have made between the project and what you are learning in your classes.

Identify connections you have made between the project and IB Global Contexts.

Service Hours

Discuss what you are experiencing in your service hours.

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Project Checklist Investigating (Oct 12 – Nov 9)

o Determine a need within the community o Define a goal to address the need o Conduct initial research and gather information

o Identify what you want to learn, what you already know, and discover more

o Document sources for information o Record information in a process journal o Meet with supervising teacher o Nov 9 - Project Proposal due to Supervisor

Planning (Nov 9 – Dec 14)

o Develop a plan for the action you will be doing o Continue research, document sources o Create connections to global contexts and approaches to learning skills o Connect the project to learning o Work on the preparation for the service o Record information in a process journal o Meet with supervising teacher

Taking Action (Nov 30 – March 15)

o Carry out the service – ACT! o Create connections to global contexts and approaches to learning skills o Connect the project to learning o Record information in a process journal o Meet with supervising teacher o Jan 18 – five out of ten hours of service are due

Reflecting (March 15 – April 26)

o March 11 – all service hours are due o Evaluate your project against your proposal o Reflect on your learning o Record information in a process journal o Prepare for your formal presentation o Submit all project materials to your supervising teacher

May 10

o Formal presentations for teachers, students, community members, and parents

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Community Service Hour Log

Last name _______________________________ First name ____________________ Email address __________________________________________________________ Phone _________________________

A total of 10 hours is required:

January 18 – 5 hours due March 15 – all 10 hours due

General Guidelines for the Community Project:

10 hours of community service

o Action oriented where you are performing a service

o No fundraisers or collections of items – instead, focus on you doing something for

others

o Avoid serving within your own household – focus on helping others outside of your

family or friends

You can work independently or with a partner.

o If working with a partner, each person must complete the 10 hours of service and his

own Process Journal

All service hours must connect to one topic of interest and need in the community.

All of your service hours must be done without receiving any type of payment.

The project will be assessed by various teachers and count as a project grade in Language and

Literature and also Technology class.

Date Activity Description # of hours

Overseer’s Name

Overseer’s Signature

Overseer’s Phone Number

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Date Activity Description # of hours

Overseer’s Name

Overseer’s Signature

Overseer’s Phone Number

Submit your log to your Supervisor by the specified due date. Students are advised to keep copies for

their own records.

Student Academic Honesty Statement

I acknowledge the requirements of service in connection with the IB Community Project and confirm

that I participated in all of the above activities on the dates noted and under the supervision of the

person noted. I confirm that this work is completed in accordance with the above conditions.

Student's signature ________________________________________________ Date _______________

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Criterion A: Investigating Maximum: 8

In the community project, students should be able to I. define a goal to address a need within a community, based on

personal interests II. identify prior learning and subject-specific knowledge relevant to the

project III. demonstrate research skills

Achievement

level Level descriptor

0 Students do not achieve a standard described by any of the descriptors below.

1-2 Students: i. state a goal to address a need within a community, based

on personal interests, but this may be limited in depth or accessibility

ii. identify prior learning and subject-specific knowledge, but this may be limited in occurrence or relevance

iii. demonstrate limited research skills

3-4 Students: i. outline an adequate goal to address a need within a

community, based on personal interests ii. identify basic prior learning and subject-specific knowledge

relevant to some areas of the project iii. demonstrate adequate research skills

5-6 Students: i. define a clear and challenging goal to address a need

within a community, based on personal interests ii. identify prior learning and subject-specific knowledge

generally relevant to the project iii. demonstrate substantial research skills

7-8 Students: i. define a clear and highly challenging goal to address a

need within a community, based on personal interests ii. identify prior learning and subject-specific knowledge that is

consistently highly relevant to the project iii. demonstrate excellent research skills

from IBO

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Criterion B: Planning

Maximum: 8

In the community project, students should be able to:

i. develop a proposal for action to serve the need in the community

ii. plan and record the development process of the project

iii. demonstrate self-management skills

Achievement level

Level descriptor


1-2 Students: i. develop a limited proposal for action to serve the need in

the community ii. present a limited or partial plan and record of the

development process of the project iii. demonstrate limited self-management skills

3-4 Students: i. develop an adequate proposal for action to serve the need

in the community ii. present a adequate plan and record of the development

process of the project iii. demonstrate adequate self-management skills

5-6 Students: i. develop a suitable proposal for action to serve the need in

the community ii. present a substantial plan and record of the development

process of the project iii. demonstrate substantial self-management skills

7-8 Students: i. develop a detailed, appropriate and thoughtful proposal

for action to serve the need in the community ii. present a detailed and accurate plan and record of the

development process of the project iii. demonstrate excellent self-management skills

from IBO

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Criterion C: Taking Action

Maximum: 8


i. demonstrate service as action as a result of the project

ii. demonstrate thinking skills

iii. demonstrate communication and social skills

Achievement level

Level descriptor


1-2 Students: i. demonstrate limited service as action as a result of the

project ii. demonstrate limited thinking skills iii. demonstrate limited communication and social skills

3-4 Students: i. demonstrate adequate service as action as a result of the

project ii. demonstrate adequate thinking skills iii. demonstrate adequate communication and social skills

5-6 Students: i. demonstrate substantial service as action as a result of the

project ii. demonstrate substantial thinking skills iii. demonstrate substantial communication and social skills

7-8 Students: i. demonstrate excellent service as action as a result of the

project ii. demonstrate excellent thinking skills iii. demonstrate excellent communication and social skills

from IBO

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Criterion D: Reflecting

Maximum: 8


i. evaluate the quality of the service as action against the proposal ii. reflect on how completing the project has extended their knowledge and

understanding of service learning iii. reflect on their development of ATL skills

Achievement level

Level descriptor


1-2 Students: i. present a limited evaluation of the quality of the service as

action against the proposal ii. present limited reflections on how completing the project has

extended their knowledge and understanding of service learning

iii. present limited reflections on their development of the ATL skills

3-4 Students: i. present an adequate evaluation of the quality of the service

as action against the proposal ii. present adequate reflections on how completing the project

has extended their knowledge and understanding of service learning

iii. present adequate reflections on their development of the ATL skills

5-6 Students: i. present a substantial evaluation of the quality of the service

as action against the proposal ii. present substantial reflections on how completing the

project has extended their knowledge and understanding of service learning

iii. present substantial reflections on their development of the ATL skills

7-8 Students: i. present an excellent evaluation of the quality of the service

as action against the proposal ii. present excellent reflections on how completing the project

has extended their knowledge and understanding of service learning

iii. present detailed and accurate reflections on their development of the ATL skills

from IBO

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Project Proposal

Identify a goal to address a need in the community based on your personal interests.

A need can be defined as a condition or situation in which something is required or wanted; a duty or obligation; or a lack of something required, desired, or useful.

Name

Supervisor’s Name

Project Title

What actions will you take?

Include where you will volunteer and when.

How will you make a contribution towards

addressing the need in the community that you have

stated in your goal?

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Describe the connection of your project to an IB Global Context. Fairness and Development Identities and Relationships Globalization and Sustainability Orientation in Time and Space Scientific and Technical Innovation Personal and Cultural Expression

Student Signature ____________________________________________ Date ______ Parent/Guardian Signature ____________________________________ Date ______

Please submit your proposal to your Supervisor for approval.

Explain your research findings and how they connect to your goal.

Explain how this project

connects to something you have learned or are

learning about as an IB student.

th grade ib community service project 16-17 · 2016-10-03 · 8th grade ib community service...

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